The purpose of this research was to explore common conceptions about the underlying nature of teachers’ organizational citizenship behaviors (OCBs). Two studies were conducted to examine the dynamic and subjective nature of the boundary between teachers’ in-role and extra-role behavior. Study 1, based on a sample of 205 teachers from 30 elementary schools in Israel, examined this boundary between teachers’ in-role and extra-role behaviors through teachers’ career stages. Study 2, based on a survey of 29 principals, 245 teachers, and 345 parents from 30 elementary schools in Israel, investigated how different stakeholders in schools (principals, teachers, parents) conceptualized teachers’ in-role–extra-role boundary. Results from these two studies attest to its dynamic and subjective nature. Implications for research and practice are discussed.
Belogolovsky, E. and Somech, A. (2012), "Chapter 2 Teachers’ Organizational Citizenship Behavior: An Empirical Examination of the Subjective and Dynamic Nature of the Boundary between in-Role and Extra-Role Behavior", Duyar, I. and Normore, A. (Ed.) Discretionary Behavior and Performance in Educational Organizations: The Missing Link in Educational Leadership and Management (Advances in Educational Administration, Vol. 13), Emerald Group Publishing Limited, Bingley, pp. 31-59. https://doi.org/10.1108/S1479-3660(2012)0000013007Download as .RIS
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